School, family, community: Mapping school inclusion in the UK

Alan Dyson and Elaine Robson

There is increasing interest at national policy level in the role that schools might play in addressing disadvantage for individuals and among communities.

However, little is known about the effects and effectiveness of school-family-community links in the UK. This report addresses that gap by identifying evaluative evidence.

The authors review the literature on parental involvement in children's learning and examine communication between home and school, school support for families and family and community help for schools. The report then considers the broader community role of schools and the implications for research, policy and practice in the field.